Desafios dos professores com o público-alvo da educação especial na pandemia da covid-19
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Data
2023-03-31
Autores
Santos, Renata Araujo dos
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Universidade Estadual Paulista (Unesp)
Resumo
O contexto da pandemia ocasionado pela COVID-19 impôs a todos os professores o desafio do ensino remoto e o domínio das tecnologias digitais, exigindo estratégias pedagógicas diferenciadas, para o processo de ensino-aprendizagem dos estudantes, incluindo aqueles que compõem o público-alvo da educação especial (PAEE). Diante dos desafios enfrentados pelos professores, ao longo do ensino remoto para adaptação dos conteúdos escolares, esta pesquisa teve por objetivo geral identificar a percepção dos professores, da educação infantil ao ensino médio, sobre o processo de ensino-aprendizagem do PAEE, no ensino remoto, durante a pandemia da COVID-19. Especificamente, pretendeu-se examinar os conhecimentos e a formação dos professores sobre o uso das Tecnologias Digitais da Informação e Comunicação (TDIC); identificar o planejamento e adaptações feitas pelos professores, com o PAEE, antes da pandemia e no decorrer do ensino remoto emergencial; e detectar as facilidades, dificuldades e desafios do ensino remoto emergencial, em relação ao PAEE. A pesquisa caracterizou-se como quanti-qualitativa e contou com 108 professores das redes pública e particular que atuaram com estudantes do PAEE, na modalidade do ensino remoto, durante o período pandêmico. Para a coleta de dados, foi elaborado um questionário on-line. Os dados obtidos foram analisados com base em categorias temáticas e nos pressupostos da análise de conteúdo. Os resultados nos mostraram que os professores conseguiram se adaptar, de diversas formas, aprendendo a utilizar as TDIC e adotando outros recursos, como materiais impressos, para ajudar na aprendizagem de seus estudantes. Percebeu-se também que os professores acabaram desenvolvendo e criando seus próprios materiais e recursos pedagógicos, a fim de tentar atingir todos os estudantes, porém, a falta de acompanhamento dos pais nas atividades escolares e a dificuldade de avaliar o processo de ensino-aprendizagem foram dificultadores apontados por eles. Espera-se, com os resultados, contribuir para a elaboração de propostas futuras, no âmbito da formação de professores, tecnologias digitais e educação inclusiva.
The context of the pandemic caused by COVID-19 imposed on all teachers the challenge of remote teaching and the mastery of digital technologies, requiring differentiated pedagogical strategies for the teaching-learning process of students, including those who make up the target audience of the special education (TASE). Faced with the challenges faced by teachers, throughout remote teaching to adapt school contents, this research had the general objective to identify the perception of teachers, from kindergarten to high school, about the PAEE teaching-learning process, in remote teaching, during the COVID-19 pandemic. Specifically, it was intended to examine teachers' knowledge and training on the use of Digital Information and Communication Technologies (ICT); identify the planning and adaptations made by teachers, with the PAEE, before the pandemic and during emergency remote teaching; and detect the facilities, difficulties and challenges of emergency remote teaching, in relation to the PAEE. The research was characterized as quantitative and qualitative and had 108 teachers from public and private schools in the state of São Paulo who worked with TASE students, in the form of remote teaching, during the pandemic period. For data collection, an online questionnaire was prepared. The data obtained were analyzed based on thematic categories and assumptions of content analysis. The results show us that the teachers were able to adapt in different ways, learning to use ICT and adopting other resources, such as printed materials, to help their students learn. It was also noticed that the teachers ended up developing and creating their own materials and teaching resources, in order to try to reach all students, however, the lack of parental support in school activities and the difficulty of evaluating the teaching-learning process were difficulties pointed out by them. It is expected, with the results, to contribute to the elaboration of future proposals, in the context of teacher training, digital technologies and inclusive education.
The context of the pandemic caused by COVID-19 imposed on all teachers the challenge of remote teaching and the mastery of digital technologies, requiring differentiated pedagogical strategies for the teaching-learning process of students, including those who make up the target audience of the special education (TASE). Faced with the challenges faced by teachers, throughout remote teaching to adapt school contents, this research had the general objective to identify the perception of teachers, from kindergarten to high school, about the PAEE teaching-learning process, in remote teaching, during the COVID-19 pandemic. Specifically, it was intended to examine teachers' knowledge and training on the use of Digital Information and Communication Technologies (ICT); identify the planning and adaptations made by teachers, with the PAEE, before the pandemic and during emergency remote teaching; and detect the facilities, difficulties and challenges of emergency remote teaching, in relation to the PAEE. The research was characterized as quantitative and qualitative and had 108 teachers from public and private schools in the state of São Paulo who worked with TASE students, in the form of remote teaching, during the pandemic period. For data collection, an online questionnaire was prepared. The data obtained were analyzed based on thematic categories and assumptions of content analysis. The results show us that the teachers were able to adapt in different ways, learning to use ICT and adopting other resources, such as printed materials, to help their students learn. It was also noticed that the teachers ended up developing and creating their own materials and teaching resources, in order to try to reach all students, however, the lack of parental support in school activities and the difficulty of evaluating the teaching-learning process were difficulties pointed out by them. It is expected, with the results, to contribute to the elaboration of future proposals, in the context of teacher training, digital technologies and inclusive education.
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Educação especial, Ensino remoto, Tecnologias Digitais da Informação e Comunicação, Educação inclusiva, COVID-19, Special education, Emergency remote teaching., Technology, Inclusive education